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Global Competence as New Literacy: Why, What, and How

Global Competence as New Literacy: Why, What, and How. Yong Zhao, Ph. D University Distinguished Professor Director, US-China Center for Research on Educational Excellence College of Education Executive Director, Confucius Institute Michigan State University zhaoyo@msu.edu. Why.

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Global Competence as New Literacy: Why, What, and How

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  1. Global Competence as New Literacy: Why, What, and How Yong Zhao, Ph. D University Distinguished Professor Director, US-China Center for Research on Educational Excellence College of Education Executive Director, Confucius Institute Michigan State University zhaoyo@msu.edu

  2. Why

  3. As electrically contracted, the globe is no more than a village. Marshall McLuhan, 1964 “Honey,” I confided, “I think the world is flat.” Thomas Friedman, 2005

  4. 1492: about 3 months 2009: about 13 hours

  5. 1858: 17 hours Glory to God in the highest; on earth, peace and good will toward men. 2009: less than 1 minute

  6. 1927: $65 (about $1,000) 3 minute phone call 2009: about $0.02

  7. Death of Distance By almost any economically relevant metric, distances have shrunk considerably in recent decades. [T]he shrinking globe has been a major source of the powerful wave of worldwide economic integration and increased economic interdependence that we are currently experiencing. But the full implications of these developments for all aspects of our lives will not be known for many years. --Ben S. Bernanke, chairman of the U. S. Federal Reserve 2006

  8. It’s a Big Job to Make the Mini: Global Supply Chain

  9. Yao Ming and Herbert Hoover: Global Trade of Talents

  10. Framework for 21st Century Learning (Partnership for 21st Century Skills, 2007) Core Subjects (English, reading or language arts, World languages, Arts, Mathematics, Economics, Science, Geography, History, Government and Civics) and 21st Century Themes (Global awareness, Financial, economic, business and entrepreneurial literacy, Civic literacy, Health literacy) Learning and Innovation Skills (Creativity and Innovation Skills, Critical Thinking and Problem Solving Skills, Communication and Collaboration Skills) Information, Media and Technology Skills (Information Literacy, Media Literacy, ICT Literacy) Life and Career Skills (Flexibility & Adaptability, Initiative & Self-Direction, Social & Cross-Cultural Skills, Productivity & Accountability, Leadership & Responsibility)

  11. The European Parliament and the Council of European Union (2006)key competences necessary for personal fulfillment, active citizenship, social cohesion and employability in a knowledge society 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology; 4) Digital competence; 5) Learning to learn; 6) Social and civic competences; 7) Sense of initiative and entrepreneurship; and 8) Cultural awareness and expression. critical thinking, creativity, initiative, problem solving, risk assessment, decision taking, and constructive management of feelings are important across all domains.

  12. “Foremost amongst these “global competencies” are the abilities to communicate effectively across linguistic and cultural boundaries, to see and understand the world from a perspective other than one’s own, and to understand and appreciate the diversity of societies and cultures. Students need to appreciate the interdependence of nations in a global economy and to know how to adapt their work to a variety of cultures” (University of Wisconsin-Global Competence Task Force, 2008, p.3).

  13. I define Global Competency as the knowledge and skills that help people understand the flat world in which they live, the skills to integrate across disciplinary domains to comprehend global affairs and events and to create possibilities to address them. Global competencies are also the attitudinal and ethical dispositions that make it possible to interact peacefully, respectfully and productively with fellow human beings from diverse geographies (Reimers, Forthcoming).

  14. According to Howard Gardner, pre-collegiate education need to encompass the following skills, abilities and understandings: • Understanding the global system • Knowledge of other cultures and traditions, which should be an end in itself and a means to interact with others civilly and productively • Knowledge of and respect for one’s own cultural traditions • Fostering of hybrid or blended identities • Fostering of tolerance and appreciation across racial, linguistic, national, and cultural boundaries

  15. Global Competences Culture Intelligence (CQ) Skills Attitudes Perspectives Values/identity Knowledge of the Globe Global economics Global problems Interdependence Human Conflicts Languages and cultures

  16. How

  17. Political Changes • Definition of what’s good education • Issue of equity • Accept the transformation • Accept Global Competence as basic literacy

  18. Institutional Changes

  19. Schools as Global Enterprises Unique qualities Creativity, passion R-directed thinking skills Global Competences Global products Global resources Global staffing Global market

  20. Instructional and Curricular Changes • Courses • Connections • Integration

  21. ASCD in September

  22. http://internationaled.org

  23. Over 10 million jobs lost due to automation in last 10 years

  24. OutsourcingAutomation

  25. A New Hope

  26. The eBay Phenomenon: Expanded Market

  27. Virtual marriage & 2nd Life: Socializing virtually Anshe Chung has become the first online personality to achieve a net worth exceeding one million US dollars from profits entirely earned inside a virtual world. --Business Week, May, 2006

  28. Gold-farming and digital produce: Digital farmers market

  29. Real-money trade of virtual items (RMT) “I estimate the total worldwide RMT volume to reach 2,090M” Virtual Economy Research Network: http://virtual-economy.org/blog/how_big_is_the_rmt_market_anyw

  30. YouTube and podcasting: Everybody a Broadcaster

  31. Daniel H. Pink (2005). A Whole New Mind: Moving from the Information Age to the Conceptual Age. New York: Penguin. Information Age: L-Directed Thinking Sequential Literal Functional Textual Analytic Conceptual Age: R-Directed Thinking Simultaneous Metaphorical Aesthetic Contextual Synthetic Asia Automation Abundance Can someone overseas do it cheaper? Can a computer do it faster? Is what I am offering in demand in an age of abundance?

  32. Essential Aptitudes in the Conceptual Age Design Story Symphony Empathy Play Meaning

  33. Across all the proposals… • Assumption #1: We must cultivate skills and knowledge that are not available at a cheaper price in other countries or that can be rendered useless by machines. • Assumption #2: Creativity, interpreted as both ability and passion to make new things and adapt to new situations, is essential. • Assumption #3: New skills and knowledge are needed for living in the global world and the virtual world. • Assumption #4: Cognitive skills such as problem solving skills and critical thinking skills are more important than memorization of knowledge. • Assumption #5: Emotional intelligence or the ability and capacity to understand and manage emotions of self and others are important.

  34. Feasibility • Individual differences • Nature • Nurture • The limitation of schooling • Time • Influence outside schools

  35. Therefore we need to move into niche areas where they will not be able to completely replace us for quite some time. ---Lee Kuan Yew, 2007 In the global economy, our student’s careers are global. Where can they find employment depends on their niche talents.

  36. Your Child's Strengths, Discover Them, Develop Them, Use Them, by Jenifer Fox, M-Ed. (Viking, 2008) http://www.strengthsmovement.com/ The Strengths Movement

  37. What American schools need to add? • Culture Intelligence (CQ) • Knowledge of the Globe • Foreign languages and cultures • Understanding of interdependence

  38. Digital Competencies • Living in the digital world • Consumers • Citizens • Community leaders • Making a living in the digital world • Digital workers • Global workers • (Re)Creating the digital world • Innovators • Entrepreneurs

  39. [USA 2008] Five Steps Toward Building Globally Competitive Education Systems (National Governors Association & Council of Chief State School Officers) Action 1: Upgrade state standards by adopting a common core of internationally benchmarked standards in math and language arts for grades K-12 to ensure that students are equipped with the necessary knowledge and skills to be globally competitive. Action 2: Leverage states’ collective influence to ensure that textbooks, digital media, curricula, and assessments are aligned to internationally benchmarked standards and draw on lessons from high-performing nations and states. Action 3: Revise state policies for recruiting, preparing, developing, and supporting teachers and school leaders to reflect the human capital practices of top-performing nations and states around the world. Action 4: Hold schools and systems accountable through monitoring, interventions, and support to ensure consistently high performance, drawing upon international best practices. Action 5: Measure state-level education performance globally by examining student achievement and attainment in an international context to ensure that, over time, students are receiving the education they need to compete in the 21st century economy.

  40. [USA 2009] President Obama: In a 21st-century world where jobs can be shipped wherever there's an Internet connection, where a child born in Dallas is now competing with a child in New Delhi, where your best job qualification is not what you do, but what you know -- education is no longer just a pathway to opportunity and success, it's a prerequisite for success. … And yet, despite resources that are unmatched anywhere in the world, we've let our grades slip, our schools crumble, our teacher quality fall short, and other nations outpace us. Let me give you a few statistics. In 8th grade math, we've fallen to 9th place. Singapore's middle-schoolers outperform ours three to one. Just a third of our 13- and 14-year-olds can read as well as they should. … Now, this is an area where we are being outpaced by other nations. It's not that their kids are any smarter than ours -- it's that they are being smarter about how to educate their children. They're spending less time teaching things that don't matter, and more time teaching things that do. They're preparing their students not only for high school or college, but for a career. We are not. Our curriculum for 8th graders is two full years behind top performing countries. … So let's challenge our states -- let's challenge our states to adopt world-class standards that will bring our curriculums to the 21st century.

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